Teachers Reluctance to Teach in Rural Areas - Assignment Example

Primarily, teachers in Saudi Arabia are trained in urban settings. Teaching practice for the acquired skills is done within the urban context, readily equipped with good facilities, equipment, and materials.

Researches affirm that many teachers detest staying in rural areas due to isolation, whether it is professional, social, or cultural. Also, due to the small size of communities and rural schools, both applicants and teachers are limited in rural areas.

In addition, teachers in rural areas face numerous challenges, such as limited access to professional opportunities, low salaries, and the responsibility of taking on numerous duties. In turn, a high teacher turnover rate is increasingly evident.

Urban planners have particularly experienced the pressure of urbanism and urbanization. These have given new and young teachers negative perceptions in regard to rural life. Remarkably, many rural schools are therefore characterized by a lack of quality teachers, and in turn, adversely affect the quality and outcome of education in these areas. 

From the above perspective, the problem with teachers in rural areas can be further broken down into recruiting and retaining them.  Small rural schools initially faced an inadequate supply of teachers. Currently, the main struggle is obtaining quality teachers, who exhibit excellence.

Having studied a Master of Education in Australia, I had an opportunity to engage in programs on leadership and management in a rural context.  This enhanced my knowledge of education, particularly having experienced Australia’s superior rural education programs. Teachers are given opportunities to stay and teach in rural communities prior to their graduation. Essentially, teachers’ perceptions of rural schools are enhanced.  

Unfortunately, school-community partnerships and a “sustainable environment” are not common in Saudi Arabia, thus lack qualities to attract new teachers.

Teachers are extremely important to understand student needs, motivate students intrinsically, and be effective teachers. Without quality teachers, rural schools will be challenged in educating their students.